Watoto Wasome

Watoto Wasome is a non-profit social enterprise that creates engaging, child-centered literacy activities for children in Kenya.We harness the transformative potential of child-centred learning, along with our unique access to children in underserved communities.  Our approach extends beyond the classroom, as we diligently train, support, and closely monitor the teachers and volunteers involved to ensure an enduring child-centred learning experience. Through close follow-up and effective evaluation, remarkable improvements and positive outcomes of our dedicated efforts are seen.

Our mission is to improve the literacy levels of children aged 3-10 years in community centers and schools through use of learner-centered approaches, thereby contributing to bridging the literacy gap in the quality of instruction and involvement received by children in underserved communities

At our core, we prioritize the well-being and development of children, ensuring that their needs are placed front and centre of our programs. We diligently monitor, evaluate, and enhance our approach, striving for continuous improvement. Our child-centred methodology captivates young learners, presenting literacy in an engaging and minimalist manner that resonates with their unique perspectives. From planning dynamic activities to their seamless implementation, we actively gather feedback from the users themselves—children and teachers—to identify areas for growth and apply meaningful enhancements.

The team Lead serves as the founder and the driving force of the organizations efficiency and team cohesion. They play a large role as the leader, coordinator and mentor. Her responsibilities include guiding and motivating team members while ensuring that organizational objectives are met.

The team lead is responsible for overseeing the day-to-day operations, formulation of literacy programs, implementation of said programs, mentorship of volunteers as well as training teachers on child-centered literacy activities,fundraising and coordination of partnerships, and coordination of the team to run literacy activities in chosen locations.

In addition to their leadership and coordination duties, the team lead plays a crucial role in data collection and analysis within the organization. She gathers data on the literacy activities and their efficiency in furthering the literacy initiative of the organization.

Our Team Lead and supporting team members are exceptionally well-positioned to effectively support the LEAP Project, given their expertise, dedication, and alignment with our organization's priorities. With a clear understanding of the challenges and opportunities within our organization and the broader educational landscape in Kenya, our team is equipped to navigate competing priorities and drive meaningful impact through the LEAP Project.

Firstly, our Team Lead brings extensive experience in project management, educational interventions, and stakeholder engagement, making them ideally suited to oversee the implementation of the LEAP Project. With a deep understanding of our organization's mission and goals, as well as the specific objectives of the grant, the Team Lead can effectively mobilize resources, coordinate activities, and lead the team towards achieving desired outcomes. Their strong leadership skills, coupled with a collaborative and inclusive approach, enable them to build consensus, inspire action, and foster a sense of ownership and accountability among team members.

Furthermore, our supporting team members bring diverse skills and expertise to the table, ranging from research and evaluation to community engagement and advocacy. Drawing upon their respective strengths and experiences, they can contribute valuable insights and perspectives to inform decision-making and drive innovation within the LEAP Project. With a shared commitment to improving literacy for children in Kenya, our team members are motivated and dedicated to making a difference, even amidst competing priorities within the organization.

In addition to our core team members, volunteers play a pivotal role in our organization and are integral to the success of the LEAP Project. Volunteers bring a diverse range of skills, perspectives, and experiences, enriching our team and amplifying our impact in the community. With their passion for education and commitment to social change, volunteers contribute valuable time, expertise, and energy to support the implementation of the LEAP Project.

In summary, our Team Lead and supporting team members are well-positioned to effectively support the LEAP Project, given their expertise, dedication, and alignment with our organization's priorities. With strong leadership, diverse skills, and a shared commitment to making a difference, our team is poised to drive meaningful impact and achieve long-term success through the LEAP Project.

Our organization runs two programs: Watoto Wasome literacy Initiative for early education and  Kusoma Kunabamba,encourages reading excitement and comprehension.

The problem our solution seeks to address is the significant literacy challenges faced by disadvantaged children in Kenya, as highlighted by the Uwezo Kenya assessments conducted in 2021 and 2023. These assessments provide crucial insights into the educational landscape of the country, revealing persistent disparities and concerning trends in learning outcomes.

According to the assessments, the literacy levels among grade 3 children in Kenya are alarmingly low, with only 32% achieving satisfactory learning outcomes. This indicates a lack of significant progress in learning despite efforts to increase access to education. Moreover, there are notable disparities based on gender and geography, further exacerbating the educational inequalities in the country. These disparities not only hinder individual educational achievements but also pose broader challenges to national development and socio-economic growth.

One of the key findings from the 2021 assessment is the increasing number of children, particularly those in grades P.3 to P.7, who struggle with basic reading skills. The percentage of children unable to read anything from a P.2-level English story almost doubled from 6.2% in 2018 to 11.6% in 2021. Additionally, a significant portion of grade P.3 children struggles with basic numeracy tasks, further highlighting the magnitude of the problem.

The observed trend of children struggling with reading proficiency in grades P.3 to P.7 could indicate a gap in their early literacy preparation acquired during preschool and the foundational reading skills developed in the early grades, particularly grades one and two. Despite efforts to increase school accessibility, the current learning environment is often characterized by rigidity and monotony, which fails to engage and motivate children effectively. As a result, many children remain disinterested in learning, effecting their overall educational progress and literacy development.

In addition to the significant literacy challenges faced by disadvantaged children in Kenya, the ratio of teachers to students in classrooms also hinders their learning outcomes. Many classrooms across the country are overcrowded, with a high number of students assigned to each teacher. This overcrowding not only strains teachers but also limits their ability to provide individualized attention and support to each student. As a result, some teachers may feel overwhelmed and struggle to effectively address the diverse learning needs of their students, leading to gaps in instruction and uneven learning outcomes. Moreover, the lack of adequate resources and support further compounds the challenges faced by teachers in delivering quality education. Addressing these systemic issues is crucial to creating a conducive learning environment where all children have the opportunity to thrive academically.

Our solution addresses these challenges through two main programs: Watoto Wasome and Kusoma Kunabamba. The Watoto Wasome program focuses on improving literacy levels among children aged 3-10 in underserved communities by employing learner-centered approaches in community centers and schools. By providing quality instruction and involvement tailored to the needs of these children, our program aims to bridge the literacy gap and enhance learning outcomes.

Similarly, the Kusoma Kunabamba program aims to foster reading excitement and comprehension among children, thereby addressing the foundational literacy skills necessary for academic success. By engaging children in enjoyable reading activities and enhancing their comprehension abilities, the program contributes to overall literacy improvement.

our solution also focuses on training teachers on learner-centered educational activities. Through targeted professional development workshops and ongoing support, teachers are equipped with the skills and strategies needed to create engaging and interactive learning environments. By shifting the focus from traditional, teacher-centric instruction to learner-centered approaches, teachers can better cater to the diverse learning needs of their students and foster a culture of active participation and critical thinking. Moreover, by empowering teachers with the tools and knowledge to implement effective instructional practices, our solution aims to enhance the quality of education provided to children in underserved communities and ultimately improve their literacy outcomes.

In summary, our solution seeks to tackle the systemic issues of low literacy  levels among children in Kenya by providing targeted interventions that address both the quality of instruction and the motivation for learning. Through these programs, we aim to contribute to closing the literacy gap and improving educational outcomes for all children, regardless of their gender or geographical location.

Our organization has conducted formative research to demonstrate the effectiveness of our solution in improving literacy outcomes among children aged 4-6 and 6-8 in underserved communities. Through regular evaluations conducted by our team, we have been able to measure the impact of our programs and track the progress of participating children.

In our 2023 impact assessment, we focused on children aged 4-6 years old and identified key measuring markers including correct pencil grip, sound identification (both auditory and visual), and overall literacy growth. Initially, many children in this age group lacked basic letter recognition and phonemic awareness despite being enrolled in school. In response, our team developed a tailored literacy program that incorporated letter games designed to visualize and sound out letters such as 'a', 'b', and 'c'. The results of our last assessment in December 2023 revealed significant growth among the children, with all participants achieving more than a 50% improvement in literacy skills. Beyond literacy improvement, we observed enhancements in concentration and confidence, indicating the broader impact of our programs on fundamental life skills.

Similarly, in our evaluation of children aged 6-8 years old, we measured markers including letter sound identification and the blending of two-letter and three-letter words. Our initial assessments revealed a clear struggle among children in this age group to identify sounds and blend words. However, over the course of our literacy program, significant strides were made in the children's literacy skills, with all participants achieving commendable proficiency in blending two-letter words by the end of the program. Most notably, our assessment showed an impressive 86% improvement in the children's ability to blend three-letter words, demonstrating the effectiveness of our intervention in enhancing their grasp of foundational literacy skills.

These findings from our formative research provide compelling evidence of the effectiveness of our solution in improving literacy outcomes among children in underserved communities. By tailoring our programs to address the specific needs of each age group and incorporating engaging and interactive learning activities, we have been able to achieve remarkable growth in literacy skills among participating children. Moving forward, we will continue to conduct regular evaluations and refine our programs based on feedback and lessons learned to ensure sustained impact and positive outcomes for all children.

The data collected from our research and studies has provided valuable insights into the effectiveness of our solution in improving literacy outcomes among children in underserved communities. Through regular evaluations and assessments conducted by our team, we have been able to measure the impact of our programs and track the progress of participating children, enabling us to make informed decisions and adjustments to our work moving forward.

One key finding from our research is the significant growth in literacy skills among children aged 4-6 and 6-8 who participated in our programs. The data revealed that children who engaged with our tailored literacy interventions showed marked improvements in letter recognition, phonemic awareness, and reading fluency over time. Specifically, our assessments demonstrated that all children within the programs achieved more than a 50% improvement in literacy skills, with some age groups showing even higher levels of proficiency, such as an 86% improvement in blending three-letter words among children aged 6-8.

Moreover, the data highlighted the broader impact of our programs beyond literacy improvement. We observed enhancements in concentration, confidence, and overall engagement among participating children, indicating the positive influence of our interventions on fundamental life skills and socio-emotional development. These findings verify the holistic approach of our programs, which aim to not only improve academic outcomes but also encorage the growth of well-rounded individuals capable of thriving in school and beyond.

Furthermore, our research revealed specific areas of strength and areas for improvement within our programs. For example, we found that interactive and engaging activities, such as letter games and reading exercises, were particularly effective in enhancing children's literacy skills and motivation for learning. On the other hand, we identified the need for additional support and resources to address challenges such as overcrowded classrooms and strained teacher-student ratios, which can hinder the effectiveness of our interventions.

Moving forward, the data collected from our research and studies will inform our work in several ways. Firstly, it will guide the refinement and optimization of our programs to better meet the needs of participating children and maximize impact. By identifying areas of strength and areas for improvement, we can tailor our interventions to address specific challenges and enhance outcomes. Additionally, the data will inform our advocacy efforts to mobilize support and resources for education initiatives in underserved communities, highlighting the effectiveness of our programs and the importance of investing in early childhood education and literacy interventions.

Our organization's mission is deeply rooted in addressing the systemic challenges of low literacy levels among children in Kenya. To effectively measure the impact of our solution and enhance its efficacy, it's imperative to strengthen the evidence base through effective evaluation and data-driven insights.

1. Watoto Wasome Program:

The Watoto Wasome program focuses on enhancing literacy levels among children aged 3-10 in underserved communities through learner-centered approaches in community centers and schools. By tailoring activities to the specific needs of these children, we aim to bridge the literacy gap and improve learning outcomes. Strengthening the evidence base of this program involves assessing the effectiveness of learner-centered approaches in improving literacy rates, tracking the progress of participating children over time, and gathering feedback from teachers, parents, and community members.

2. Kusoma Kunabamba Program:

Similarly, the Kusoma Kunabamba program aims to cultivate a love for reading and improve comprehension skills among children, thereby addressing foundational literacy skills crucial for academic success. By engaging children in enjoyable reading activities and enhancing their comprehension abilities, the program contributes to overall literacy improvement. Strengthening the evidence base of this program entails measuring changes in reading habits and comprehension levels among participants, conducting longitudinal studies to track reading proficiency, and evaluating the program's impact on academic performance.

Why Now is the Right Time for a LEAP Project:

Engaging in a LEAP Project now is particularly opportune for several reasons:

1. Maturation of Our Programs: Our Watoto Wasome and Kusoma Kunabamba programs have been operational for a significant period, allowing us to gather valuable data and insights. Conducting a LEAP Project at this juncture will enable us to consolidate this information, identify areas of success and improvement, and refine our strategies accordingly.
2. Growing Stakeholder Interest: With increasing interest from stakeholders, including funders, policymakers, and educators, there is a heightened need to demonstrate the effectiveness and impact of our programs. A LEAP Project will enable us to generate robust evidence that can be used to communicate our successes and attract further support.
3. Adaptation to Changing Contexts: The educational landscape in Kenya is constantly evolving, with new challenges and opportunities emerging. Engaging in a LEAP Project now will allow us to assess how changes in policy, technology, and socioeconomic factors may impact our programs and adapt our approach accordingly.

1. How do learner-centered approaches in the Watoto Wasome program contribute to improvements in literacy levels among children aged 3-10 in underserved communities, and what specific instructional strategies yield the most significant impact?

2. What are the long-term effects of the Kusoma Kunabamba program on reading habits, comprehension skills, and academic performance among participating children, and how do these effects vary based on factors such as age, gender, and geographical location?

3. What are the key factors influencing the sustainability and scalability of our literacy programs, and how can we optimize our strategies to ensure long-term impact and reach a broader population of children in need?

During the 12-week sprint, we aim to achieve several key outputs that will contribute to strengthening the evidence base of our solution and informing future programmatic decisions. These outputs can be categorized into three main areas:

1. Assessment of Program Effectiveness: One of our primary goals  is to assess the effectiveness of our intervention programs, including the Watoto Wasome and Kusoma Kunabamba initiatives. Summative research methods will enable us to evaluate the impact of these programs on improving literacy and numeracy levels among children in underserved communities. We will conduct pre- and post-intervention assessments to measure changes in reading and comprehension skills, as well as numeracy proficiency, among participating children. Additionally, we will gather qualitative feedback from teachers, parents, and community members to assess the perceived effectiveness of the programs and identify areas for improvement.
2. Documentation of Best Practices: Another important output is the documentation of best practices and lessons learned from implementing our intervention programs. Summative research methods will allow us to systematically document the strategies, approaches, and methodologies that have proven to be most effective in enhancing literacy and numeracy outcomes. By capturing these best practices, we can create a repository of knowledge that can be shared with other organizations and stakeholders working in the field of education, thereby contributing to collective learning and capacity building.
3. Generation of Evidence for Advocacy: Finally, we aims to generate evidence that can be used for advocacy purposes to influence policy decisions and resource allocation towards education initiatives. Summative research methods will provide robust data and evidence on the impact of our programs, which can be used to demonstrate the value and effectiveness of investing in early childhood education and literacy interventions. By presenting compelling evidence of the positive outcomes achieved through our programs, we can advocate for increased support and funding from government agencies, donors, and other stakeholders.

In summary, the selection of summative research methods for the LEAP Project sprint will enable us to assess program effectiveness, document best practices, and generate evidence for advocacy, thereby strengthening the evidence base of our solution and contributing to improved educational outcomes for children in Kenya

Putting our outputs  into action is crucial for maximizing the impact of our intervention programs and advancing our organization's mission of improving literacy  outcomes for children in Kenya. We have developed a comprehensive plan to utilize these outputs effectively across various dimensions:

1. Program Refinement and Scaling: One of the primary actions based on the outputs of the LEAP Project sprint will be to refine and scale our intervention programs, Watoto Wasome and Kusoma Kunabamba. By analyzing the findings from the summative research conducted during the sprint, we will identify areas of strength and areas for improvement within our programs. This information will inform the development of tailored interventions aimed at addressing specific challenges and optimizing program effectiveness. Additionally, we will explore opportunities to scale our programs to reach more children in underserved communities, leveraging the evidence generated through the LEAP Project to attract funding and support from stakeholders.
2. Capacity Building and Training: Another key action will be to utilize the documentation of best practices and lessons learned to provide capacity building and training opportunities for educators, community leaders, and other stakeholders involved in our programs. We will develop training modules and workshops based on the identified best practices, equipping participants with the knowledge and skills necessary to implement effective literacy and numeracy interventions in their respective contexts. Through targeted capacity building efforts, we aim to empower local communities to sustain and replicate the successes achieved through our programs, thereby fostering long-term impact and sustainability.
3. Advocacy and Policy Influence: The evidence generated through the LEAP Project sprint will serve as a powerful advocacy tool to influence policy decisions and resource allocation towards education initiatives at the national and local levels. We will disseminate the findings from our research through various channels, including policy briefs, reports, and presentations to key stakeholders, policymakers, and government officials. By showcasing the impact of our programs and the effectiveness of investing in early childhood education and literacy interventions, we aim to advocate for policy changes that prioritize education, address learning disparities, and allocate resources towards evidence-based interventions.
4. Community Engagement and Awareness: Lastly, we will engage with local communities and schools to raise awareness about the importance of education and the role of our intervention programs in improving literacy outcomes for children. We will organize community forums, outreach events, and parent-teacher meetings to share the findings from our research and solicit feedback from community members. Through participation among community stakeholders, we aim to strengthen support for our programs and ensure their sustained impact in the long run.

The 12-week LEAP Project sprint represents an opportunity for our organization to achieve significant long-term outcomes that align with our mission of improving literacy  outcomes for children in Kenya. 

For our organization, the desired long-term outcomes of the LEAP Project sprint include:

1. Enhanced Organizational Capacity: One of the desired long-term outcomes for our organization is the enhancement of our capacity and capabilities in implementing evidence-based interventions and driving positive change in education. Through the LEAP Project sprint, we aim to strengthen our research, monitoring, and evaluation capacities, enabling us to conduct accurate assessments of program effectiveness and generate evidence to inform decision-making. By building our organizational capacity, we can enhance our credibility and effectiveness as a leader in the field of education and literacy interventions, attracting partnerships, funding, and support from donors, governments, and other stakeholders.
2. Increased Visibility and Recognition: By producing high-quality research outputs and documentation of best practices, we seek to increase our organization's visibility and recognition within the education sector and among key stakeholders. The evidence generated through the LEAP Project sprint will serve as a testament to our commitment to evidence-based practice and innovation in education, positioning us as a leader in the field and attracting potential funders, partners, and collaborators.
3. Sustainable Funding and Support: Building on the evidence generated during the LEAP Project sprint, we aim to secure sustainable funding and support for our intervention programs. By demonstrating the effectiveness and impact of our programs, we will be better positioned to attract financial support from donors, government agencies, and philanthropic organizations. This sustainable funding will enable us to expand our reach, scale our programs, and deepen our impact over the long term.

For our intervention programs, the desired long-term outcomes of the LEAP Project sprint include:

1.Improved Learning Outcomes: The primary goal of our intervention programs is to improve literacy  outcomes for children in underserved communities. We aim to achieve sustained improvements in reading and  comprehension skills among program participants. By implementing evidence-based strategies and interventions informed by the research findings, we will strive to narrow the learning gap and empower children to reach their full potential academically.
2. Increased Community Engagement and Ownership: We aspire to increase community engagement, especially local teachers and schools, in support of our intervention programs as a result of the LEAP Project sprint. By involving community members in the research process, sharing findings with stakeholders, and soliciting feedback, we aim to build trust, collaboration, and a sense of ownership among program participants, parents, teachers, and community leaders. This increased community engagement will enhance the sustainability and long-term impact of our programs by ensuring they are responsive to the needs and priorities of the communities they serve.
3. Broader Policy Impact: Leveraging the evidence generated through the Project, we aim to advocate for broader policy changes and investments in early childhood education and literacy interventions. By disseminating research findings to policymakers, government agencies, and other stakeholders, we seek to influence policy decisions and resource allocation towards evidence-based education initiatives.